critical thinking training course objectives

Course details

An introduction to critical thinking.

This is an In-person course which requires your attendance to the weekly meetings which take place in Oxford.

In print, online and in conversation, we frequently encounter conflicting views on important issues: from climate change, vaccinations and current political events to economic policy, healthy lifestyles and parenting. It can be difficult to know how to make up one’s own mind when confronted with such diverse viewpoints.

This course teaches you how to critically engage with different points of view. You are given some guidelines that will help you decide to what extent to trust the person, organisation, website or publication defending a certain position. You are also shown how to assess others’ views and arrive at your own point of view through reasoning. We discuss examples of both reasoning about facts and the reasoning required in making practical decisions. We distinguish risky inferences with probable conclusions from risk-free inferences with certain conclusions. You are shown how to spot and avoid common mistakes in reasoning. 

No previous knowledge of critical thinking or logic is needed. This course will be enjoyed by those who relish the challenge of thinking rationally and learning new skills. The skills and concepts taught will also be useful when studying other areas of philosophy.

Programme details

Term Starts:  23rd April 2024

Week 1: What is critical thinking? What is the difference between reasoning and other ways of forming beliefs?

Week 2: What is a logical argument? How do arguments differ from conditionals, explanations and rhetoric?

Week 3: Certainty versus probability: the distinction between deductive and inductive reasoning.

Week 4: Deductive validity and logical form. 

Week 5: When do arguments rely on hidden premises? A closer look at probability. 

Week 6: Inductive generalisations: Reasoning from samples. 

Week 7: Reasoning about causes and inference to the best explanation.

Week 8: Practical reasoning: Reasoning about what to do.

Week 9: When is it appropriate to believe what others tell you? What is the significance of expertise?

Week 10: Putting it all together: We analyse and assess longer passages of reasoning.

Recommended reading

All weekly class students may become borrowing members of the Rewley House Continuing Education Library for the duration of their course. Prospective students whose courses have not yet started are welcome to use the Library for reference. More information can be found on the Library website.

There is a Guide for Weekly Class students which will give you further information.

Availability of titles on the reading list (below) can be checked on SOLO , the library catalogue.

Preparatory reading

• Critical Reasoning: A Romp Through the Foothills of Logic for Complete Beginners / Talbot, M
• Critical Thinking : An Introduction to Reasoning Well / Watson, J C and Arp R

Recommended Reading List

Digital Certification

To complete the course and receive a certificate, you will be required to attend at least 80% of the classes on the course and pass your final assignment. Upon successful completion, you will receive a link to download a University of Oxford digital certificate. Information on how to access this digital certificate will be emailed to you after the end of the course. The certificate will show your name, the course title and the dates of the course you attended. You will be able to download your certificate or share it on social media if you choose to do so.

If you are in receipt of a UK state benefit, you are a full-time student in the UK or a student on a low income, you may be eligible for a reduction of 50% of tuition fees. Please see the below link for full details:

Concessionary fees for short courses

Dr Andrea Lechler

Andrea Lechler holds a degree in Computational Linguistics, an MSc in Artificial Intelligence, and an MA and PhD in Philosophy. She has extensive experience of teaching philosophy for OUDCE and other institutions. Her website is www.andrealechler.com. 

Course aims

To help students improve their critical thinking skills.    

Course Objectives:

• To help students reflect on how people reason and how they try to persuade others of their views.
• To make students familiar with the principles underlying different types of good reasoning as well as common mistakes in reasoning.
• To present some guidelines for identifying trustworthy sources of information.

Teaching methods

The tutor will present the course content in an interactive way using plenty of examples and exercises. Students are encouraged to ask questions and participate in class discussions and group work. To consolidate their understanding of the subject they will be assigned further exercises as homework.

Learning outcomes

By the end of the course students will be expected to:

• be able to pick out and analyse passages of reasoning in texts and conversations
• understand the most important ways of assessing the cogency of such reasoning
• know how to assess the trustworthiness of possible sources of information.

Assessment methods

Assessment is based on a set of exercises similar to those discussed in class. One set of homework exercises can be submitted as a practice assignment.

Students must submit a completed Declaration of Authorship form at the end of term when submitting your final piece of work. CATS points cannot be awarded without the aforementioned form - Declaration of Authorship form

Application

To earn credit (CATS points) for your course you will need to register and pay an additional £10 fee per course. You can do this by ticking the relevant box at the bottom of the enrolment form or when enrolling online.

Please use the 'Book' or 'Apply' button on this page. Alternatively, please complete an  enrolment form (Word)  or  enrolment form (Pdf) .

Level and demands

Students who register for CATS points will receive a Record of CATS points on successful completion of their course assessment.

To earn credit (CATS points) you will need to register and pay an additional £10 fee per course. You can do this by ticking the relevant box at the bottom of the enrolment form or when enrolling online.

Coursework is an integral part of all weekly classes and everyone enrolled will be expected to do coursework in order to benefit fully from the course. Only those who have registered for credit will be awarded CATS points for completing work at the required standard.

Students who do not register for CATS points during the enrolment process can either register for CATS points prior to the start of their course or retrospectively from the January 1st after the current full academic year has been completed. If you are enrolled on the Certificate of Higher Education you need to indicate this on the enrolment form but there is no additional registration fee.

Most of the Department's weekly classes have 10 or 20 CATS points assigned to them. 10 CATS points at FHEQ Level 4 usually consist of ten 2-hour sessions. 20 CATS points at FHEQ Level 4 usually consist of twenty 2-hour sessions. It is expected that, for every 2 hours of tuition you are given, you will engage in eight hours of private study.

Credit Accumulation and Transfer Scheme (CATS)

Terms & conditions for applicants and students

Information on financial support

Critical Thinking

A Blended Learning Experience

PHIL 150. Critical Thinking (intermediary) Fall 2018, TR 3:30-4:45PM. © Professor Huaping Lu-Adler , Georgetown University.

COURSE OBJECTIVES

• Read closely. Write clearly. Communicate effectively. These are the most basic conditions of quality thinking.
• Get an informed and realistic picture of how we think as embodied, culturally situated, and socially oriented human beings . Study your own thinking habits, uncover and scrutinize your previously unexamined or even unnoticed assumptions, register the actual and/or potential obstacles to your critical thinking, and make a concerted effort to take your level of thinking up a few notches from wherever you started. Clear-eyed self-knowledge and self-assessment is the key.
• Learn to identify arguments – or lack thereof – in both your own and other people’s claims, so that you can properly assess them and, if necessary, revise or refute them effectively.
• Gain a basic understanding of scientific reasoning and learn to differentiate genuine and bogus scientific claims.
• Learn the basics of how data – especially Big Data – are used and how such uses influence nearly every aspect of both our personal life and our society as a whole, often in disconcerting ways.
• Recognize that being a critical thinker is a matter of degree, that there is always room for improvement, and that every age and society – such as ours right now – may present its unique challenges that require creative responses . Learn to take ownership of your involvement, find your own voice, and set your own pace in this process, rather than passively getting along.
• Help to cultivate a diverse ecosystem of critical thinkers around yourself. How well people around you – be they your friends, colleagues, or mere strangers – think and what information gets transmitted to you through them can profoundly, but often in ways that are subtle and barely noticeable, influence the quality of your thinking. To that extent, it is your indirect duty to yourself to use the critical thinking resources and skills you have learned in this class to inform and engage people around you, regardless of whether they share your worldview.
• In so doing, you should continue to develop and strengthen fairmindedness, intellectual humility, intellectual courage and perseverance , among other valuable intellectual traits .

ASSESSMENT: ASSIGNMENTS, PROJECTS, and PARTICIPATION

25 completion assignments , 2 points each.

• These are low-stakes, though by no means easy, assignments to facilitate your learning (as opposed to performing). You should do your best each time, without the pressure to get everything right.
• To count as complete , an assignment must (a) address all the components mentioned in the stated guidelines, (b) be evidently informed by the relevant course materials, and (c) use good diction and have few to no typos. A submitted assignment that doesn’t meet these conditions may receive a credit between 0 and 1.5.
• You’ll find preliminary guidelines for most assignments in this syllabus. But I may adjust the guidelines when I post the assignment on our Canvas course site , where all assignments will be managed (unless otherwise noted). Please always follow the guidelines you see on that site. And please feel free to ask me for clarification if needed (don’t wait till the last minute in that case).
• The assignments due before the class are meant to prepare you for informed participation in class. I will try my best to read all timely submissions. In class, I may ask you to talk about something you’ve written.
• Under normal circumstances, for each assignment that is due two hours before class, you will receive up to 1.5 points if you miss the deadline but submit it by the start of the class. No later submission will be accepted, unless you have made a special arrangement with me in advance due to excusable circumstances.
• You must complete at least 15 assignments in order to receive a passing grade for this course.
• In order to receive an A for the course, you must complete at least 23 assignments, and the missed assignments cannot be the ones that will be part of group discussions or the ones that will become the basis for one of the Digital Projects.

4 Digital Projects , 5 points each. 

• These projects are higher-stakes assignments. They, with your name attached, will be posted on a website (managed by Georgetown Domains, referred to as “resources website” henceforth), where we will share resources on various aspects of critical thinking with other college students (at Georgetown and beyond) and with professors who may be looking for non-traditional ways to teach critical thinking that show greater sensitivity to our changing times. (You do not have to worry about technicalities of the website. You’re simply to provide quality content.)
• These projects are graded for completion , with the same completion requirements as stated in the second bullet point above. A submission that doesn’t meet all the requirements will receive a credit between 0 and 4.5 points.
• A late submission will lose 1 point for every calendar day it is late, until the point of 0.

1 Final Project , 15 points.

• This is your highest-stake assignment. All the assignments and projects mentioned above are meant partly to prepare you for this one.
• This assignment will not only be posted on the resources website mentioned above, it will also be graded for its quality.
• You can find the preliminary guidelines for this project at the end of this syllabus. More detailed guidelines will be announced at least 2 weeks before the due date, together with an assessment rubric.

Participation , 15 points

• You are granted 1 complementary absence without penalty, so long as it does not occur on any day that involves group work. Please save it for a rainy day.
• 1 point will be subtracted for every additional unexcused absence.
• To qualify for an A-level course grade, you cannot have more than 2 unexcused absences, including the complementary one.
• To qualify for a B-level course grade, you cannot have more than 5 unexcused absences, including the complementary one.
• To receive a passing course grade, you cannot have more than 10 unexcused absences, including the complementary one.
• You are considered absent if you sleep through much of the class.
• Arrival after I have started the class, usually right after the bell, counts as being late. Persistent tardiness will no doubt have a negative effect on your participation grade.
• You are considered too late if you are 15+ minutes late. Being too late thrice equals one absence.
• We stress quality of participation, which is not about having correct answers, but about whether your remarks are thoughtful and well informed by the relevant materials.
• The best way to ensure high-quality participation is to be thoroughly prepared beforehand.
• At the beginning of each class, I may solicit your reflections on the assigned materials. I expect you to volunteer. However, to give everyone a fair chance to participate each time, I may invite you to share your thoughts if you have not volunteered.
• If you have concerns or reservations about participating in class, please discuss them with me as early in the semester as you can. I will try my best to work with you. [1]
• Your regard (or lack thereof) for the policies about the use of electronic devices in class.

Aug.30 (Th)    Introduction: what is critical thinking? How good are you at it? Assignment 1 , due in class: Complete an introductory worksheet in class and discuss the results.

Sept.4 (T)        Think critically about critical thinking: a philosophical debate Readings:  Huemer, “Is Critical Thinking Epistemically Responsible?” ; Ritola, “Critical Thinking Is Epistemically Responsible” Assignment 2 , due 2 hours before class: Write a one-page report, in which you i) summarize the main arguments made in each paper, and ii) state and briefly explain your own position.

Sept.6 (Th)       “The intuitive dog and its rational tail”: [2] a sobering account of thinking Readings:  Kahneman, Thinking, Fast and Slow , chapter 1 (The Characters of the Story) & chapter 3 (The Lazy Controller) Assignment 3 , due before class : Write a one-page report, in which you i) summarize the overall lessons from the readings, and ii) give a real-life example to illustrate one of those lessons. [3] The representation of the example can be textual (e.g. newspaper clip), visual (e.g. a TV news segment or a YouTube clip), or audible (e.g. a radio excerpt). Canvas accommodates all three forms. [Space permitting, you may also raise doubts and/or questions.]

Sept.11 (T)      A sobering account of thinking (cont.) Readings:  Kahneman, chapter 5 (Cognitive Ease) & chapter 9 (Answering an Easier Question); Lack, “Why Can’t We Trust Our Brains?” Assignment 4 , due before class: Write a one-page report, in which you i) summarize the overall lessons from the readings, and ii) give a real-life example to illustrate one of the lessons. The representation of the example can be textual, visual, or audible, as explained in Assignment 3. [Space permitting, you may also raise doubts and/or questions.]

Sept.13 (Th)    What stands in the way of critical thinking? Readings:  Kahneman, chapter 19 (The Illusion of Understanding); Vaughn, “Obstacles to Critical Thinking” Assignment 5 , due before class: select exercises (details on Canvas) .

Sept.18 (T)      Critical thinking as strategic thinking I Reading:   Paul, “Parts of Thinking” Assignment 6 , due before class: select exercises (details on Canvas) .

Sept.20 (Th)      Critical thinking as strategic thinking II Reading:  Paul, “Strategic Thinking” Assignment 7 , due before class: select exercises (details on Canvas) .

Sept.25 (T)         Workshop on Digital Project I: annotated resources Assignment 8, due before class: Review the readings assigned so far and your own notes and reports. Create an annotated list that contains 3 theories/concepts/exercises that have left the most impression on you and that you would like to share with other college students like you. You should succinctly and compellingly explain your choices with your targeted audience in mind. Keep all that in one page. (Think of them in terms of elevator pitches.)

Activity in class : In groups of 4, discuss and assess your individual list. Generate a collectively edited, negotiated, and refined list, signed off by all contributing members of the group. This list will be your first digital project to be included in our resources website .

Digital Project I due at noon on Sunday, Sept.30.

Sept.27 (Th)    Tune up your BS detector Readings:   Frankfurt, “On Bullshit”;  Stokke & Fallis, “Bullshitting, Lying, and Indifference toward Truth” Assignment 9 , due before class: Write a one-page report, in which you i) state your basic understanding of the term ‘bullshit’ before reading the assigned articles [you should record this before you sit down with the readings], ii) formulate your updated definition of the same term, as inspired by the readings (you don’t have to agree with any of the authors, although you should definitely take their discussions into account), and iii) use a recent real-life example to illustrate why the new definition is preferable. The representation of the example can be textual, visual, or audible, as explained in Assignment 3.

Oct.2 (T)           Our ecosystem of BS: fake news and disinformation campaigns Preparation: Search online and find discussions of “fake news” and “disinformation.” Assignment 10 , due before class: Give a report of no more than 1.5 pages long, in which you i)  state what you observe to be the now commonly used meanings of those concepts (if you use particular sources for this, state your sources in a footnote or bibliography);  ii)  find examples – preferably more or less recent ones – to illustrate those meanings, one example for each identified meaning (the representation of the examples can be textual, visual, or audible, as explained in Assignment 3); and  iii)  explain, briefly, whether or why we should be highly concerned about the phenomena and how you think a concerned individual should do to confront them.

Oct.4 (Th)         Let’s defend truth and start with basics: identify arguments Reading:  Bowell & Kemp, “Introducing Arguments” Assignment 11 , due before class: Complete all the exercises on pp.23-26. (If you have a PDF Pro or something of the sort, you may be able to complete the exercises digitally within the document. Alternatively, you may print out these pages, do the exercises by hand, and then upload a scanned copy of the completed work.) Your answers will be peer-marked in class.

Oct.9 (T)           Evaluate arguments 1: deductive reasoning Reading:  Bowell & Kemp, “Logic: Deductive Validity” Assignment 12 , due before class: Complete select exercises 6 & 8-11 on pp.94-98 (marked in yellow). Follow the same format instructions as Assignment 11. Your answers will be peer-marked in class.

Oct.11 (Th)       Evaluate arguments 2: probability & inductive reasoning Reading:  Bowell & Kemp, “Logic: Probability and Inductive Reasoning” Assignment 13 , due before class: Complete select exercises 2 & 4-7 on pp.128-31 (marked in yellow). Follow the same format instructions as the previous assignment. Your answers will be peer-marked in class.

Oct.16 (T)         Evaluate arguments 3: an inventory of fallacies Reading:  Vaughn, “Fallacies and Persuaders” Assignment 14 , due before class: select exercises (details on Canvas).

Oct.18 (Th)      Scientific reasoning: correlation vs. causality Reading:     Vaughn, “Causal Arguments” Assignment 15 , due before class : select exercises (details on Canvas).

Oct. 23 (T)       Scientific reasoning: inference to the best explanation Reading:    Vaughn, “Inference to the Best Explanation” Assignment 16 , due before class : Complete select exercises 8.3-8.6 on pp.176-80 (marked in yellow) & Revisit the page on Canvas>Pages titled “Arguments and explanations about effects of minimum wage increase.” Find the answers you provided a couple of weeks ago. Given what you know now about arguments and explanations, please (i) reconstruct the arguments for/against minimum wage increase to $15 (if you don’t like tying this issue to the tipped-wage case, that’s fine; if you would like to replace the arguments with more suitable alternatives, that’s fine too); (ii)  rethink your answer to the second part of the original prompt (about possible explanations for the hypothetical scenarios); and (iii)  evaluate the arguments you’ve reconstructed: are they deductively or inductively sound?

Oct. 25 (Th)     Workshop on Digital Project II : record, analyze, and assess real-life arguments [@ Lauinger-140, reserved with technical support 3-5pm)] Preparations: (i) Choose a debated issue that you care about. Find one to two people you know who disagree with you on that issue or, alternatively, who share your basic conclusion but with fundamentally different reasons. Ask their permission to have a recorded discussion with you. (You should make it clear to them that the recording may be shared on our website without revealing their identities.) All parties involved must give reasons for their positions. (You may have to intervene to get a participant to go beyond making mere assertions.) Bring the recording to the class. (ii) Review the materials on arguments since Oct.4, to prepare yourself for an expertly analysis of the recording just mentioned.

Activity in class: Go through the recording, find the parts where different sides present their reasons/arguments for their respective positions. Reconstruct the arguments, and assess them for their validity & soundness or inductive strength. Take note of formal and informal fallacies wherever applicable. Expected product: An edited recording that contains the materials that you end up using. A written report that contains your reconstruction and detailed assessment of the arguments.

Digital Project II due at noon on Sunday, Oct.28.

Oct.30 (T)      Think critically about data 1: statistical biases Assignment 17 , due before class  (independent research with no assigned readings): Please answer the following questions in a single document: (i) What would be your rough, colloquium definition of “bias”? What other concepts do you typically associate with it? (Don’t overthink this question. Just report what immediately comes to your mind.) (ii) There are all sorts of statistical biases (i.e. biases in data collection and analysis). Do some research and single out 3 such biases.  Explain what  each  bias comes down to and think up  an example of your own design  to illustrate it. (Please state the sources that you end up drawing on, even if not directly quoting from, for your answers.) (iii) Suppose you want to conduct an anonymous survey to figure out the percentage of students in your school/college (e.g. SFS, BS) who have registered to vote during the upcoming mid-term election. How would you design and conduct the survey so as to avoid a biased result?

Nov.1 (Th)      Think critically about data 2: data visualization, deception, and persuasion Readings: Data Visualization that Mislead ;  “The Persuasive Power of Data Visualization” (Pandey et al., 2014); Excerpt from Storytelling with Data (Nussbaumer, 2015) Assignment 18 , due before class : Based on what you’ve learned from the readings, find two actual examples of data visualization by scanning newspapers and magazines. (Ask a librarian if you need help to find the examples.) Use one example to illustrate a misleading data presentation, and the other to illustrate what seems to be a persuasive and at the same time honest presentation. EXPLAIN, using the conceptual apparatus from the readings, what makes one misleading while the other persuasive. (In the latter case, describe what the intended audience might be like.)

Nov.6 (T)          Think critically about data 3: Big Data & algorithmic biases Readings:   Lipton, “The Foundations of Algorithmic Bias”;  Noble, Algorithms of Oppression (excerpts); O’Neil, Weapons of Math Destruction (excerpts) Assignment 19 , due before class: Write a one-page report, in which you i)  summarize the overall lessons from the readings. Your summary should reflect a close reading of all three readings. As usual, you should provide specific textual references even when you are not directly quoting from the texts. ii) Connect the phenomenon of algorithmic bias with statistical biases and/or cognitive biases that we’ve studied in this class. If you see any connection with other theories we’ve studied, it would be great (though not required) for you to point them out as well. iii) Give a real-life example to illustrate one of the lessons described in (i). The representation of the example can be textual, visual, or audible.

Nov.8 (Th)        Practice debunking: the case of poverty Preparations:   (i) Study the UN report on “extreme poverty” in US , June-July 2018. (ii) Listen to any one episode from On The Media’s podcast series, “Busted: America’s Poverty Myths”  and see if you can connect it with the UN report. (iii) Find and study reports of UN ambassador Nikki Haley’s dismissal of the UN report.

Assignment 20 , due before class: Write a one-page report, in which you i)  single out what you take to be one misconception/BS about poverty in US that can have serious practical implications, and ii)  debunk it with any (combination) of the tools you’ve obtained since Oct.25 as well as the ones obtained before then. You may use graphs , videos , etc. to present a compelling case.

Nov.13 (T)        Are we in a post-truth era? Either way, any implications for critical thinking? Preparation: Search online and find arguments for and against the claim that we now live in a post-truth era. Assignment 21 , due before class: Give a report of no more than 1.5 pages long, in which you i)  state what you observe to be commonly used meaning(s) of the concept “post-truth” (specify the sources that led you to the observation);  ii)  summarize main reasons for and against the claim that we live in a post-truth era; and iii)  regardless of where you stand, list and briefly explain the implications that each conclusion may have for the practice of critical thinking in our time. [You may present your report in a mixed-media format.]

Nov.15 (Th)     Know your audience: how to debunk BSs and promote truths effectively. Readings and audio:  Cook & Lewandowsky, The Debunking Handbook ;  Kahneman, Thinking, Fast and Slow , chapter 11 (Anchors); Podcasts listed in the segment “INFORMED ENGAGEMENT in CIVIL DISCOURSE”

Assignment 22 , due before class: Write a one-page report, in which you i)  state your main takeaways, and ii)  use an example – preferably a real-life one – to illustrate one takeaway. The representation of the example can be textual, visual, or audible, as explained in Assignment 3.

Nov. 20 (T)     Workshop on Digital Project III : practice expanding the Critical Thinking ecosystem around you Preparations: (i) Review the materials covered, the notes you’ve taken, and the assignments you’ve completed since Oct. 18. (ii) Select one case that involves faulty – but not obviously so to untrained eyes – scientific reasoning and/or data use. (iii) Show the example to two willing acquaintances from different backgrounds (consider variations in age, gender, education, etc.), who you know have not received training in scientific reasoning or proper uses of data. Solicit and take note of their reactions. (Do not reveal their identities.) (iv) Using the critical thinking tools that you’ve acquired so far, help them to think more critically about the given case. Take notes and keep track of (a) which tools you used, (b) how you presented your analysis of the case to each person (ideally, your approach should be informed by an understanding of your audience), and (c) each person’s response afterwards. [Take the relevant materials to class. You may present them by whichever medium you see fit.]

Activity in class: In groups of 4, discuss the prepared cases and help one another to improve on them. Each student will submit their own Digital Project III, which brings together the last three components just mentioned. Further details will be announced on Canvas.

Digital Project III due at noon on Sunday, Nov.25.

…………………………. THANKSGIVING ……………………………….

Nov. 27 (T)     No meeting. Take-home assignment. Preparation: Listen to the podcast “Cultural Cognition of Scientific Consensus” from Data Skeptic (Oct. 2018); Watch the documentary “ Merchants of Doubt ”(on Canvas>ShareStream-MediaManager).

Assignment 23 , due at the end of class: Look for the parts from the podcast and the documentary that connect with what you have read and learned in this class. Write down 4 connections that you found to be most salient and/or worth noting. Please be specific in explaining your choices.

Nov. 29 (Th)    Think “factfully” and focus on actionable resolutions Readings:  Rosling, Factfulness , chapter 10 (The Urgency Instinct); Nathaniel Rich, “Losing Earth: the decade we almost stopped climate change” ( NYT Magazine, Aug.1, 2018 ); the October 2018 IPCC report on climate change— summary for policymakers . [N.B. you can just scan the topic sentences to get a general sense of the report.]

Assignment 24 , due before class: Write a one-page report, in which you i)  describe a case in which you or someone else handled a problem out of the urgency instinct and could have done differently following Rosling’s advice; and ii)  assuming (regardless of whether you actually agree) that Rosling is right about how the urgency plea can backfire and cause inaction in the case of climate change, imagine how we may approach the issue differently than, say, Al Gore reportedly did.

Dec. 4 (T)          Workshop on Digital Project IV : share one of your best assignments Preparation: Revisit your work on assignments 9-10 and 17-24. Pick two that you can refine, develop, and combine into a single presentation that showcases some of the theoretical and practical tools you’ve acquired in this class. All parts of your presentation should add up to a coherent narrative. And it must be a mixed-media presentation . Bring your prepared materials to class.

Activity in class : In groups of 4, help one another to improve on the prepared cases.

Dec. 6 (Th)        Review and reflect. Assignment 25 , due in class: Complete a review-and-reflect worksheet in class. (Details and instructions for advance preparations TBA on Canvas.) There may be group discussions, and the results of the discussions may be entirely or partially posted on our resources website, as signed off by all contributing participants.

Digital Project IV due at noon on Sunday, Dec.9.

Tuesday, Dec.18, at noon: Final Project due. In this project, you will synthesize select materials from the whole semester, to create a personalized and realistic manual for continuing self-coaching in critical thinking and for growing a diverse critical thinking ecosystem around you. You will again be asked to make a mixed-media presentation . (Further details will be announced on Canvas.) Your submitted project will be posted on our resources website.

[1] If you suspect that you are an introvert and that this affects your participation, you may find the following site helpful: http://www.quietrev.com/ – or check out Cain’s book Quiet , which inspired the Quiet Revolution. Much of my pedagogical designs are informed by what I’ve learned from Cain’s work.

[2] This phrase is the title of chapter 2 of Jonathan Haidt’s The Righteous Mind : why good people are divided by politics and religion , New York, 2012.

[3] Do not name the people involved, unless it involves you and you feel comfortable presenting the character as yourself; in this case, you have the option to use a fictional name to mask your identity.

Onsite Training Courses

• Business Etiquette
• Business Writing
• Change Management
• Communication Skills
• Creativity, Critical Thinking, Decision Making, and Problem Solving
• Cross-Cultural Communication
• Customer Service
• Diversity and Inclusion
• Facilitation Skills
• Human Resources
• Leadership and Management
• Negotiation and Conflict Management
• Presentation Skills
• Productivity
• Storytelling
• Team Building
• Train-the-Trainer

Virtual Classroom Training Courses

• Cross-Cultural Communication Skills
• Management and Leadership
• Negotiation

Online Training Courses

• Business Etiquette and Professionalism

Creative and Critical Thinking

• Negotiation and Conflict Resolution
• Nonprofit Management
• Project Management
• Time Management and Productivity

Leadership Development

Corporate college solutions, interactive keynotes, meeting and retreat facilitation, one-on-one coaching.

• Custom Solutions

Ask an Expert

• Training and Development
• Workplace Communication

Media Inquiries

• Business Etiquette, Civility, and Professionalism
• Communication
• Sales and Negotiation

Assessments

• Job Needs Assessment
• Management Styles Assessment
• Stefanie Coleman
• Myla DeLoatch
• Shawn Doyle
• Thomas Farley
• Elizabeth George
• Shanna Kabatznick
• Charlie Long
• Mariana Marko
• Laurie McIntosh
• Darren Murphy
• Avish Parashar
• Pamela Sumner
• Phillip Tanzilo
• Eduardo Villavicencio
• Sandy Wilson
• Kate Zabriskie

Our Clients

• Pricing and FAQs

• Fees and FAQs
• Join Our Mailing List

About Onsite Training What is onsite training?

The Full List See all onsite courses.

Locations Find out where we can deliver training.

Critical thinking course, critical considerations: three hours to better thinking, available formats: half-day training course, course highlights.

This critical thinking course will:

• Define critical thinking and its workplace value.
• Highlight situations where critical thinking is needed.
• Offer a model and questions for encouraging critical thinking.
• Outline common fallacies. 
• Explore ways in which language influences thinking.

Course Overview

Despite the plethora of data employees are asked to consider and problems they are required to solve, few people have received any formal training in critical thinking in the workplace. This fast-paced workshop introduces the critical thinking skills necessary for considering workplace problems and striking a balance between open-mindedness and skepticism. During this program, we will define critical thinking and consider its value, look at the types of decisions that require critical thinking, explore the steps critical thinkers usually follow, craft a list of questions to improve critical thinking, consider language and its role in argument, and explore a range of fallacies and how to spot and avoid falling prey to their use.

Program Objectives

At this program’s conclusion, participants should be able to:

• Define critical thinking.
• Explain the value of critical thinking at work.
• Identify situations requiring critical thinking.
• Recognize barriers to thinking critically.
• Follow a critical thinking process.
• Ask meaningful and relevant questions.
• Recognize how language can be used to manipulate thought.
• Identify common fallacies and avoid falling prey to their use.
• Define terms clearly in their efforts to ensure common understanding.

The following outline highlights some of the course’s key learning points. As part of your training program, we will modify content as needed to meet your business objectives. Upon request, we will provide you with a copy of the participant materials prior to the session(s).

Workshop Outline

Decisions decisions: business judgement, let’s think: working through a model, stay within the lines: steps to improve critical thinking, advertising and influence: how the pros do it, fallacy: recognizing failures in reasoning, words words words: language and the critical thinker, related directories:.

• Thinking, Planning, and Problem Solving

Didn't find what you were looking for?

The business training works difference.

When you team with us, you’ll get:

• A partner who will ask questions about your goals and objectives.
• An opportunity to have a tailoring call and to speak with the program facilitator prior to a workshop.
• Interactive facilitation conducted by someone who has a deep understanding of adult learning and the topic at hand.
• A post-training web-based skills check-in meeting if desired.
• People behind the scenes who will work to make our relationship a success.

You won’t get:

• A workshop leader who sells products during class time.
• A talking head with a PowerPoint presentation and not much else.
• Lecture-based training that’s too academic, not practical, and doesn’t connect to life in the workplace.
• The sense that you are a number, a transaction, or a cog in a machine.

Onsite Training Course Reminders

Our instructor-led training courses are available to private groups.  These workshops are not offered in a public seminar format.  Please  contact us  to speak with a facilitator about your needs and bringing training to your organization.

We also travel to Africa, Australia and New Zealand, Asia, Canada, Central America, Continental Europe, the Middle East, and the United Kingdom.

Please contact us about your location.

• For information about pricing, please see our fee schedule .
• For instructor-led webinars, take a look at our  virtual classroom programs .
• For information about self-paced courses available to anyone, visit our online courses catalog .
• For free resources, check out our resources pages .

Questions This Page Answers About Critical Thinking Training

• Where can I find a course on critical thinking?
• Who offers a critical thinking workshop?
• I need a critical thinking course for my team.  Where can I look?

“Shawn was an excellent facilitator. After our class he took the time to look over the questions we use during our interview and provided positive feedback. I highly recommend Shawn and this course, ‘How to Interview and Hire Well’.”

“As I sit here listening to Laurie, I am thinking that we couldn’t have asked for a better facilitator!!! Wanted to say a quick thank you for your exceptional “customer service” in dealing with us.”

“We also appreciate how well prepared you (Phillip) are, and that the subject matter is addressed in substantive way that has real impact. Your style has that special something that really engages people.”

“We cannot thank Stefanie enough for the fabulous presentation she delivered to our reception staff and directors of housing. We had plenty of great feedback from fellow colleagues regarding the presentation, and we’ve already had individuals implementing information they learned from the presentation. We sincerely appreciated all of Stefanie’s hard work delivering a quality presentation to a diverse group of individuals.”

“It was a positive experience to have this training, very useful to understanding myself as a provider and patients. Laurie was engaging as a speaker. I learned to approach patient care differently seeing patients as different and not “difficult.” I took away key points and different strategies to use in my interactions with patients, just a matter of finding the time to make adjustments and implement these changes.”

“I’m usually quiet in group discussions, but I enjoyed this course so much, I participated quite a bit.”

“I just wanted to send out an email to express our appreciation for the service that Greg provided. He was a very motivated and inspirational speaker. We really, and I seriously mean this, enjoyed him. We are going to adapt some of our training procedures to fit his suggestions.”

“Stefanie was upbeat, engaging, and relatable. She even kept the momentum going through an unexpected room change towards the end of our session. My colleagues cannot stop commenting how amazing the training was, and we are energized to put our new skills to work. Rave reviews all around!”

“Pamela was amazing and extremely personable. She made the groups feel very comfortable during the training.”

“I have been in several training sessions, and I have to say this has been the best one. We were all engaged in the topics. Regina’s materials were relevant to our jobs. She started on time, and the time flew by.”

“Greg Jones was a DYNAMITE presenter! He was fun, knowledgeable, and engaging and had our large group of 50+ people laughing and participating right up until the 5:00 PM end time. I am always impressed when a facilitator can keep a group engaged and involved WITHOUT using PPT and Greg did just that with his handouts, flip charting, storytelling and mixing up activities at table groups, teams, and with partners. We would love to have him back!”

“Kate rhymes with great, and that’s what she was.  This was a great class and Kate was the best. We recommend her every time. I took this class years ago with her and she makes the information stick.”

“Kate was a refreshing start to 2020! Very energetic and captivating the entire session. Moments of reflection, laughter, and engagement made this a great FLAG kickoff to the year!”

“Laurie McIntosh brings her personal experience into the training which was invaluable.”

“Thank you again for working with us last week. As always, the team loved the session, and I’ve been hearing great feedback. The change in the leadership team’s behavior, even since just last week, is noticeable. The executive team and I have literally had people coming up to us all week talking about how excited they are for the future, how they believe in where we are headed, and thanking us for what’s being done. As a business leader, this time period is truly a career highlight for me. I can’t thank you enough.”

“Thomas Farley’s facilitation of the storytelling module was very engaging and effective. He started the session telling his own story. He asked participants to share their stories, and he respectfully critiqued them using this technique as a teaching tool.”

“Pamela was a gem! We really enjoyed it. The one main piece of feedback I got was they wanted more time.”

“The course was high-quality, first-class, first-rate, superior, fine, excellent and hence forth.  Charles’ way of teaching was pleasant, exceptional, superb, and commendable. My department will speak well about this course for a while. Thank you so much for the quality of training and attention to detail. We are excited to use the tools created by zombies. However, in all seriousness the course was facio delicias and nuntiisque (fun and informative in Latin). I look forward to using your company in the future.”

“Eduardo was an excellent facilitator. I took so much with me to apply to my job responsibilities that will enhance my thinking as I resolve difficult callers and issues. Eduardo was very interactive with the group and had excellent ideas to promote thinking and participation. He is the greatest facilitator I have ever worked with!”

“Phillip was a great presenter. He kept the class moving forward and kept us all engaged and participating. We all got a lot out of the training and hope to have him back again for follow up.”

“Our customer service manager of 21 years stated that this training was the best and the most relevant class she attended in her career.”

“The course has been tremendously helpful to my staff, and I am very grateful for Regina’s knowledge and generosity. She really shared her talents and experience freely, and provided what was needed to reset our team dynamics.”

“I liked that fact that we were kept busy – it never got boring.”

“Pamela did a great job of engaging our participants in the training. They all had very positive feedback about the day and Pamela specifically. She was approachable and easy to relate to and was able to illustrate the points in a way that the team understood.”

“Greg was awesome! Very informative and interactive. He got rave reviews from the participants.”

“Board presentation went well. ”Excellent” according to our chairman. Thanks for your training.”

“It was a pleasure to work with Charlie last week. He was fantastic, and I have received great responses from the participants about the training!”

“The workshop was appreciated very much, and you (Stefanie) were indeed a big hit. Thank you for all your support and value you brought this team. I look forward to another opportunity to work with you, you were an absolute delight.”

“WOW – where do I begin!? Working with you both has been an outstanding experience throughout the entire process. Your flexibility from first contact was very valuable – we appreciate your willingness to participate in multiple teleconferences to align with KMG.

Your ability to link KMG’s message and philosophies to the lessons is what set you apart from your competitors.

Kate’s energy and willingness to meet as many of the attendees as possible and her ability to quickly build a rapport with folks established credibility and a safe environment. Everyone valued the ‘informalness’ of the key note.

The Tuesday workshop was phenomenal! I saw people taking notes that I never would have imagined would be engaged.

Fantastic result overall – thank you so very much!”

“Myla was very professional and brought subject matter expertise to the training. My team really respected her and had nothing but positive things to say about her.”

“In each of the sessions that ZMC has hired Business Training Works, I have learned something new — even with the same topic. This is the 10th session we have scheduled, and we always ask for Shawn.”

“Stefanie is knowledgeable, credible, fun and engaging as a facilitator.”

“We had an amazing day today! Everyone I spoke to during the day today said they were really enjoying the session (as did I). Charlie did a fantastic job. Thank you both for a great experience!”

“The team was quite impressed with your materials and more importantly delivery style. I feel like we all took something positive away from the course which is all I can ever ask for.”

“Everyone really enjoyed it and came away with tools to help them be a stronger leader! Thank you, Greg!”

“A pleasure doing business with Business Training Works on our seminar.”

“Thank you for yet another great presentation. Myla was wonderful and our team really appreciated the opportunity to work with her.”

“Both sessions went great. They were informative and very interactive and Myla was able to engage the participants throughout the entire presentation. She is a wonderful instructor!”

“I would like to say that yesterday was simply amazing. Our team is very happy with the training and the content that was presented. Thomas was exactly who we needed to address our etiquette training needs. Our team was receptive and the activities were fun and engaging. I would definitely recommend Thomas to anyone looking to enhance their team with etiquette training.”

“I wanted to reach out to you regarding Phillip and what wonderful experience it was for our teams to have him as our facilitator for the team building and cross-cultural communication course last Friday. He’s a very talented and engaging trainer, and he was able to get even our toughest employees to participate. Everyone really liked Phillip and enjoyed the course.”

“I heard a lot of positive feedback and several people approached me about your contact info for following up. I know we had a short amount of time for the training but I know I found it valuable and I think the rest of the group did too.”

“Pamela and Business Training Works put together a wonderful training program for ACERTUS. Pamela was able to create a curriculum that completely met our needs on such a short timeline. I am looking forward to working with them again!”

“Phillip, you are the best! Loved every minute and the fun interactive aspect of our workshop exceeded my expectation. Looking forward to the LA workshop next month.”

“Great performance by Shawn! Shawn Doyle is a great presenter, and teaches you just by presenting himself.”

“Business Training Works made this project extremely easy for me. Not only did they customize content for us, but they delivered it well and provided a great train-the-trainer session. It was truly an effortless experience for us!”

“Pamela Sumner is professional, warm, and highly educated. Her style translates to small groups as well as large formal settings. She is definitely an asset to BTW.”

“I LOVED Kate. She was an incredible speaker and her ability to educate is a show stopper. Learning about my own communication style was invaluable and I truly believe that I am going to use this information for the rest of my professional career.”

“Pamela was very engaging. The training was well presented and held the group’s attention. The feedback I got from my staff was that it was useful not only in work but in their personal lives as well.”

“Thank you Kate, Chris, and Kathy! It was a pleasure working with you, and thank you for providing some valuable insights for our SES!”

“Yesterday’s workshop was both thoroughly enjoyable and tremendously beneficial. From all accounts, it was a productive, engaging, and substantive experience from which participants were able to glean significant professional insights and lessons for best practices in their field.”

“I wasn’t sure what to expect and found it to be awesome. I am in business development and while I consider myself to be somewhat refined/savvy, I walked away with so many things to up my game while with clients and the number one lesson and tie back point is that it is 100% about making the client feel comfortable and special. What we do, how we act, how we present ourselves all feeds into that and our ultimate success as sales professionals.”

“The training was amazing! Everyone was enthusiastic and we learned so much. They’re already asking when you’re coming back. You are a true gem!!”

“We did enjoy the class and yes, I am excited to work with you to bring in more. Charles is a great teacher, I would like to have him teach them.”

“Pamela is awesome. She has that perfect blend of knowledge, credibility, and personal skills to deliver very effective training across a wide variance of personalities.”

“Phillip was engaging and professional. I had many people who were in the session tell me that they enjoyed it.”

“Laurie, as always, was AMAZING!”

CRITICAL THINKING TRAINING COURSE . CLASS . WORKSHOP . SEMINAR . PROGRAM

Related courses.

Decision-Making

Strategic Planning

Critical Thinking and Problem Solving in Customer Service

Collaboration Skills

Design Thinking

• SUGGESTED TOPICS
• The Magazine
• Newsletters
• Managing Yourself
• Managing Teams
• Work-life Balance
• The Big Idea
• Data & Visuals
• Reading Lists
• Case Selections
• HBR Learning
• Topic Feeds
• Account Settings
• Email Preferences

A Short Guide to Building Your Team’s Critical Thinking Skills

• Matt Plummer

Critical thinking isn’t an innate skill. It can be learned.

Most employers lack an effective way to objectively assess critical thinking skills and most managers don’t know how to provide specific instruction to team members in need of becoming better thinkers. Instead, most managers employ a sink-or-swim approach, ultimately creating work-arounds to keep those who can’t figure out how to “swim” from making important decisions. But it doesn’t have to be this way. To demystify what critical thinking is and how it is developed, the author’s team turned to three research-backed models: The Halpern Critical Thinking Assessment, Pearson’s RED Critical Thinking Model, and Bloom’s Taxonomy. Using these models, they developed the Critical Thinking Roadmap, a framework that breaks critical thinking down into four measurable phases: the ability to execute, synthesize, recommend, and generate.

With critical thinking ranking among the most in-demand skills for job candidates , you would think that educational institutions would prepare candidates well to be exceptional thinkers, and employers would be adept at developing such skills in existing employees. Unfortunately, both are largely untrue.

• Matt Plummer (@mtplummer) is the founder of Zarvana, which offers online programs and coaching services to help working professionals become more productive by developing time-saving habits. Before starting Zarvana, Matt spent six years at Bain & Company spin-out, The Bridgespan Group, a strategy and management consulting firm for nonprofits, foundations, and philanthropists.  

Partner Center

• WhatsApp: +971 50 985 0174
• Dubai office: +971 4 589 6164

• Testimonials

Subscribe to our newsletter

Get the latest information delivered directly to you

Type here to search

An intensive 5-day training course, masterclass in advanced critical thinking skills, how to think effectively in the workplace and beyond, course introduction.

The critical thinking process will help you re-examine what you think you know and approach a problem from a new perspective. Enhance your critical thinking skills with this "Masterclass in Advanced Critical Thinking Skills".

By attending this "Masterclass in Advanced Critical Thinking Skills," you will develop advanced critical thinking skills and learn to ask the right questions.

You will learn to make better judgments about the information presented before you in any format, enabling you to make more informed decisions about what to do with that information.

Participants will develop the following competencies:

• How to frame problems using a systematic, repeatable process
• How to create and test solutions using the 80/20 rule
• How to identify user needs and develop solutions to meet them
• How to use design thinking to generate ideas and discover creative solutions
• How to plan and execute primary and secondary research
• How to design and build effective surveys

This Masterclass in Advanced Critical Thinking Skills training course aims to enable participants to achieve a high level of confidence in their ability to solve problems and think critically. Objectives for the week include:

• Identify the theories that support critical thinking
• Employ a methodology for the application of critical thinking
• Relate the elements that make up the stages of critical thinking
• Analyse the standards of critical thinking practice
• Assess the responsibility of perpetuating the intellectual values of the resolution analysis
• Distinguish the vices of thought in decision making
• Apply critical thinking to groups

Training Methodology

This Masterclass in Advanced Critical Thinking Skills course uses self-assessment questionnaires, models, practical exercises, case studies, presentations and group discussions to develop creative thinking and innovative decision-making skills.

Using participants' real work situations adds reality and enhances the transference of learning. This non-threatening environment will allow participants to practice safe techniques they will transfer to the workplace.

Organisational Impact

By attending this Masterclass in Advanced Critical Thinking Skills, participants will learn:

• How to perform strategic analysis and assessment
• How to perceive and assess a critical need and design a tailored solution
• How to identify key stakeholders and ensure their needs are met
• How to employ adaptive problem-solving
• How to work through obstacles collaboratively
• How to analyse failure to improve future performance

Personal Impact

The most successful professionals can assess the environment, analyse a situation, design a solution, and ultimately win in a competitive scenario.

By attending this Masterclass in Advanced Critical Thinking Skills, delegates will:

• Consolidate the tools and techniques for thinking creatively
• Make better decisions for solving problems innovatively and successfully
• Learn a process for ensuring that your team contribute effectively
• Enhance creative thinking in the workplace
• Display the confidence to tackle complex issues courageously
• Employ a comprehensive toolkit of methods and techniques to ensure success in any situation

Who Should Attend?

This Oxford Management Centre Masterclass in Advanced Critical Thinking Skills training course is designed for all leaders - supervisors, professionals, executives, and future leaders who must handle various issues and challenges.

This training course has been specifically designed for:

• General Manager, CEO, COO, CFO
• Directors, senior managers and leaders
• HR and Training Managers and Directors
• Members of strategy units
• Members of innovation hubs

Course Outline

Understanding basics of critical thinking.

• Intuitive vs Deliberate Thinking
• Definition of Critical Thinking
• Differentiation between Critical, Creative and Analytical Thinking
• Strategic benefits and importance of Critical Thinking
• Characteristics of Critical Thinkers (Archetypes)
• Methods to collaborate with various archetypes at work

Cognitive Process of Processing Information

• 7-Up Phase Thinking Model
• Application of the 7-Up Phase Thinking Model
• Questioning techniques and short-circuiting thinking
• Applying the 7-Up Phase Thinking Model in role play

Assessment Framework for Critical Thinking

• Defining RED Model
• Reviewing and understanding assessment results
• Significance of the RED Model to Critical Thinking
• Determine standards to manage practical Critical Thinking
• Effective questions to control the use of standards
• Applying standards in role play

Thinking and reasoning errors

• Types of thinking and reasoning errors – Assumptions & Fallacies
• Ways to overcome and apply an appropriate response to reasoning errors
• The logic of our decisions and the behaviour derived from them
• How to improve our critical thinking skills
• How to become a fair-minded thinker

Critical Thinking Applications at Work

• Identify and enhance suboptimal outcomes in daily activities
• Enhance positive effects of the decision-making process with Critical Thinking
• Ways to value-add and provide enablers, including resources for intervention
• Action plan for improvement

Certificate

Oxford Management Centre Certificate will be provided to delegates who successfully completed the training course.

In association with

GLOMACS Training & Consultancy

Visit website

• LinkedIn LinkedIn LinkedIn
• Facebook Facebook Facebook
• Twitter Twitter Twitter
• WhatsApp WhatsApp WhatsApp
• Print Print Print
• Favorites Add to favorites Add to favorites
• Pinterest Pinterest Pinterest
• Email App Email App Email App
• Gmail Gmail Gmail
• Reddit Reddit Reddit
• Adfty Adfty Adfty
• Amazon Amazon Amazon
• Atavi Atavi Atavi
• Bit.ly Bit.ly Bit.ly
• BizSugar BizSugar BizSugar
• Blogger Blogger Blogger
• Buffer Buffer Buffer
• Diigo Diigo Diigo
• Evernote Evernote Evernote
• Flipboard Flipboard Flipboard
• Google Classroom Google Classroom Google Classroom
• LINE LINE LINE
• MIX MIX MIX
• Myspace Myspace Myspace
• QRSrc.com QRSrc.com QRSrc.com
• Skype Skype Skype
• Telegram Telegram Telegram
• Trello Trello Trello
• Tumblr Tumblr Tumblr
• Yahoo Mail Yahoo Mail Yahoo Mail

Oxford Management Centre Typically replies within an hour

Course Registration Form

Enquiry for a course, request form, request for a different format, download brochure, accept cookies & privacy policy.

We use cookies to provide necessary website functionality, improve your experience and analyze our traffic. By using our website, you agree to our Privacy Policy and our cookies usage. More information

Select cookies to accept

• Site Preferences

Accept Cookies Customise Cookies -->

Portland Community College | Portland, Oregon

Core outcomes.

• Core Outcomes: Critical Thinking and Problem Solving

Think Critically and Imaginatively

• Engage the imagination to explore new possibilities.
• Formulate and articulate ideas.
• Recognize explicit and tacit assumptions and their consequences.
• Weigh connections and relationships.
• Distinguish relevant from non-relevant data, fact from opinion.
• Identify, evaluate and synthesize information (obtained through library, world-wide web, and other sources as appropriate) in a collaborative environment.
• Reason toward a conclusion or application.
• Understand the contributions and applications of associative, intuitive and metaphoric modes of reasoning to argument and analysis.
• Analyze and draw inferences from numerical models.
• Determine the extent of information needed.
• Access the needed information effectively and efficiently.
• Evaluate information and its sources critically.
• Incorporate selected information into one’s knowledge base.
• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.

Problem-Solve

• Identify and define central and secondary problems.
• Research and analyze data relevant to issues from a variety of media.
• Select and use appropriate concepts and methods from a variety of disciplines to solve problems effectively and creatively.
• Form associations between disparate facts and methods, which may be cross-disciplinary.
• Identify and use appropriate technology to research, solve, and present solutions to problems.
• Understand the roles of collaboration, risk-taking, multi-disciplinary awareness, and the imagination in achieving creative responses to problems.
• Make a decision and take actions based on analysis.
• Interpret and express quantitative ideas effectively in written, visual, aural, and oral form.
• Interpret and use written, quantitative, and visual text effectively in presentation of solutions to problems.
• AB: Auto Collision Repair Technology
• ABE: Adult Basic Education
• AD: Addiction Studies
• AM: Automotive Service Technology
• AMT: Aviation Maintenance Technology
• APR: Apprenticeship
• ARCH: Architectural Design and Drafting
• ASL: American Sign Language
• ATH: Anthropology
• AVS: Aviation Science
• BA: Business Administration
• BCT: Building Construction Technology
• BI: Biology
• BIT: Bioscience Technology
• CADD: Computer Aided Design and Drafting
• CAS/OS: Computer Applications & Web Technologies
• CG: Counseling and Guidance
• CH: Chemistry
• CHLA: Chicano/ Latino Studies
• CHN: Chinese
• CIS: Computer Information Systems
• CJA: Criminal Justice
• CMET: Civil and Mechanical Engineering Technology
• COMM: Communication Studies
• Core Outcomes: Communication
• Core Outcomes: Community and Environmental Responsibility
• Core Outcomes: Cultural Awareness
• Core Outcomes: Professional Competence
• Core Outcomes: Self-Reflection
• CS: Computer Science
• CTT: Computed Tomography
• DA: Dental Assisting
• DE: Developmental Education – Reading & Writing
• DE: Developmental Education – Reading and Writing
• DH: Dental Hygiene
• DS: Diesel Service Technology
• DST: Dealer Service Technology
• DT: Dental Lab Technology
• DT: Dental Technology
• EC: Economics
• ECE/HEC/HUS: Child and Family Studies
• ED: Paraeducator and Library Assistant
• EET: Electronic Engineering Technology
• ELT: Electrical Trades
• EMS: Emergency Medical Services
• ENGR: Engineering
• ESOL: English for Speakers of Other Languages
• ESR: Environmental Studies
• Exercise Science (formerly FT: Fitness Technology)
• FMT: Facilities Maintenance Technology
• FN: Foods and Nutrition
• FOT: Fiber Optics Technology
• FP: Fire Protection Technology
• GD: Graphic Design
• GEO: Geography
• GER: German
• GGS: Geology and General Science
• GRN: Gerontology
• HE: Health Education
• HIM: Health Information Management
• HR: Culinary Assistant Program
• HST: History
• ID: Interior Design
• INSP: Building Inspection Technology
• Integrated Studies
• ITP: Sign Language Interpretation
• J: Journalism
• JPN: Japanese
• LAT: Landscape Technology
• LIB: Library
• Literature (ENG)
• MA: Medical Assisting
• MCH: Machine Manufacturing Technology
• MLT: Medical Laboratory Technology
• MM: Multimedia
• MP: Medical Professions
• MRI: Magnetic Resonance Imaging
• MSD: Management/Supervisory Development
• MT: Microelectronic Technology
• MTH: Mathematics
• MUC: Music & Sonic Arts (formerly Professional Music)
• NRS: Nursing
• OMT: Ophthalmic Medical Technology
• OST: Occupational Skills Training
• PCC Core Outcomes/Course Mapping Matrix
• PE: Physical Education
• PHL: Philosophy
• PHY: Physics
• PL: Paralegal
• PS: Political Science
• PSY: Psychology
• Race, Indigenous Nations, and Gender (RING)
• RAD: Radiography
• RE: Real Estate
• RUS: Russian
• SC: Skill Center
• SOC: Sociology
• SPA: Spanish
• TA: Theatre Arts
• TE: Facilities Maintenance
• VP: Video Production
• VT: Veterinary Technology
• WLD: Welding Technology
• Writing/Composition
• WS: Women’s and Gender Studies

• Open training
• Team training

Critical Thinking and Problem Solving for Effective Decision-Making

Professional development and personal effectiveness.

An essential competency in today’s workplace

Mastering critical thinking and problem-solving skills can help you make better decisions or recommendations- an essential competency in today’s knowledge workplaces. Critical thinking helps you to examine and improve thought processes, ask the right questions, challenge assumptions and consider varying viewpoints. Effective problem-solving helps you to properly identify and systematically work through a problem in a comprehensive manner, ensuring clarity when it comes time to make decisions or recommendations.

This course will demonstrate how critical thinking, problem-solving and decision-making work optimally together, and will provide hands-on practice with tools that you can apply to your everyday workday tasks, big or small.

Learning outcomes

By the end of this seminar, you will be able to:

• Define critical thinking and identify your critical thinking styles
• Work through the critical thinking process to build, analyze and evaluate varying viewpoints
• Improve key critical thinking skills, including active listening and questioning
• Analyze context and information to clearly understand and identify a problem
• Apply problem solving steps and tools
• Identify appropriate solutions using specific approaches
• Select the best technique for making decisions
• Avoid common decision-making mistakes

Workshop topics

Maximizing the Power of Your Brain

• Critical thinking and problem-solving the key to effective decision making
• The Iceberg Principle and the Understanding-Resolution Ration

Critical Thinking

• Definition of a Critical Thinker
• Critical thinking behaviours: active listening, probing, Empty Your Bucket
• Identify and evaluate issues and viewpoints
• The 3 C’s: context, credibility, and consistency
• Critical thinking worksheet- practice it!
• Problem Solving
• The problem-solving process- various models
• Obstacles and counterproductive approaches
• Problem-solving techniques for groups and individuals
• Applying a problem-solving model to a workplace scenario

Decision Making

• Individual and collective decision-making traps
• How to choose: criteria, goals and vision-based decision-making
• Individual and group decision-making tools and techniques
• Decision-making – practical application to a workplace scenario

Prerequisites

There are no prerequisites for this course

Who should attend this course?

Anyone who is required to problem solve on the job or make important project, department or organizational decisions or recommendations

Does this course address your competency development needs?

This workshop addresses:

• Achievement and Results Oriented
• Adaptability and Flexibility
• Analytical Thinking
• Change Management and Leadership
• Creative Thinking
• Decision Making and Decisiveness
• Engagement and Motivation
• Impact and Influence
• Innovation and Initiative
• Self Confidence and Self Esteem
• Strategic Thinking
• Teamwork and Cooperation
• Working with Others

To learn more about core competencies, click here .

$ 595 plus tax

Choose my session

• Instructor: Barbara Odenwald

The advantages of team sessions

• Learn and grow together as a team
• Location and time of your choice
• Sessions can be customized to fit your objectives
• Surprisingly cost effective

Submit your interest

Questions? Let us help

Our clients, welcome to our new website.

We appreciate your patience as we add the finishing touches. In the meantime, go and explore!

Cookie Usage Disclaimer: This website uses cookies to enhance your browsing experience. By continuing to use this site, you consent to our use of cookies. For more information, please review our Privacy Policy .

Hello! We'd love to hear from you!

Complete the form below or reach us at: [email protected] , or 613-234-2020

Contact details

To help you.

• I wish to subscribe to PMC Training content.

Call us: 202-775-7240

Enhancing Critical Thinking Skills

by Public Contracting Institute | May 14, 2024

This seminar is specifically designed for senior acquisition professionals. Negotiation is an essential skill for acquisition professionals. Successful negotiation requires more than communication and persuasion skills; it demands critical thinking abilities to analyze situations, assess information, and make strategic decisions. This seminar aims to equip these acquisition professionals with the tools and techniques of critical thinking necessary to do their jobs successfully.

Instructor: Alland Leandre

Acquisition professionals represent the linchpin of government. They oversee buying and negotiating. They understand the fundamentals of critical thinking and its significance in negotiation. This seminar is designed to enhance their skills in analyzing information critically during bargaining. They will learn techniques for identifying biases and fallacies in proposals. It will also improve their problem-solving abilities to address challenges encountered while performing their work and cultivate strategies for effective decision-making in negotiation scenarios.

Seminar attendees are expected to participate actively in all sessions and group activities. The group activity is a case study discussion designed to apply the principles of critical thinking and develop Critical Thinking Skills using the case study methodology.

• 1.0 Introduction to Critical Thinking
• 2.1 Identifying and defining problems
• 2.2 Gathering and evaluating evidence
• 2.3 Analyzing assumptions and biases
• 2.4 Drawing Logical Conclusions
• 3.1 Gathering relevant information
• 3.2 Evaluating information and evidence
• 3.3 Generating and analyzing possible solutions
• 3.4 Making Informed Decisions
• 4.1 Types of questions that stimulate critical thinking (e.g., open-ended questions, probing questions)
• 5.0 Case discussion to practice asking key questions to stimulate critical thinking and to develop Critical Thinking Skills
• 6.1 Recognizing different types of arguments (deductive, inductive, etc.)
• 6.2 Evaluating the strength and validity of arguments
• 7.0 Introduction to problem-solving frameworks (e.g., SWOT analysis, root cause analysis)
• 8.1 Exploring the relationship between critical thinking, creativity, and innovation
• 8.2 Techniques for fostering creativity and thinking outside the box.
• 9.1 Generating innovative solutions to challenges
• 9.2 Understanding common decision-making biases and fallacies
• 10.1 Participants work in groups to analyze the case, apply critical thinking techniques, and make informed decisions. Part 2 of Case Discussion to Apply problem-solving techniques to real-world Scenarios.
• 10.2 Wrap-Up / Reflection and Action Planning

Seminar Requirements

• Attend the entire seminar for 2.5 hours.
• Be respectful and courteous to your instructor and classmates.
• Complete a survey on the seminar regarding what was learned and what can be improved.
• Participate in class (ask questions, make comments, contribute to discussions regarding the case study narrative, take notes, and participate in group discussions.
• Come prepared to discuss both cases.

Case Study: https://publiccontractinginstitute.com/wp-content/uploads/Solomon-and-Critical-Thinking.pdf Slides: https://publiccontractinginstitute.com/wp-content/uploads/Enhancing-your-Critical-Thinking-Skills.pdf Recording: https://attendee.gotowebinar.com/register/6989977387395830368

Course Content

Recent posts.

• Demystifying FedRAMP Certification: The Pathway to Secure Federal Contracts
• Creating a Comprehensive List of Government Contracts: Essential Tips and Resources
• Snooze and Lose
• Cost Accounting Standards (CAS) Decoded: Best Practices for Government Contractors
• Converting a Procurement from Sealed Bidding to Competitive Proposals

This blog does not provide any legal advice regarding any particular transaction.

Join our email list

Critical Thinking, Problem Solving and Decision Making

• Course Code GK2895
• Duration 2 days

Course Delivery

• Show all delivery types
• Company Event
• Public Classroom
• Virtual Learning

Public Classroom Price

SAR1,900.00

Course Overview

Course schedule, target audience, course objectives, course content, course prerequisites, further information.

This course is available in the following formats:

Company Event Event at company

Public classroom traditional classroom learning, virtual learning learning that is virtual.

Request this course in a different delivery format.

Improve your decision-making capabilities through critical thinking, structured reasoning, and creative problem analysis.

Effective decision makers are those rare individuals who are able to consistently identify and choose the best option among multiple alternatives. Their decisions are imaginative, reasoned, and defensible.

In this course, you will be provided with the training and tools necessary to become an inventive, logical decision maker. You'll explore a structured way to approach and dismantle problems, and you'll learn to clarify problems in terms of objectives and issues, with a view toward optimum outcomes.

Applying the techniques of critical thinking allows you to dismantle complex problems and to understand the inputs and implications of your thought processes. This training allows you to develop positions on issues that are logical and explicable to others. After completing the course, you'll understand why most decisions are of poor quality and you will be able to impose quality controls on your decisions and the decisions of others.

Contact us for dates

We are gathering the data for this course from the other countries… this will take a little time… please be patient.

Any professional who is, or will be, making important business decisions, including: department managers, directors, supervisors, project managers, IT project managers, project coordinators, project analysts, project leaders, senior project managers, team leaders, product managers, program managers, associate project managers, stakeholders, team members, and all other professionals.

• Quality control in decision making
• Why intuitive decision making is not effective
• How thinking and reasoning processes operate
• Natural barriers to sound reasoning
• Where to look for bias and assumptions in problem analysis
• Analytical techniques for comparing alternative solutions
• Structure, standards, and ethics of critical thinking
• Inputs and implications of thought processes
• How to control and evaluate your thought processes
• How to reason effectively and consistently
• Problem analysis best practices - using your decision time most effectively
• Understand problems from multiple perspectives
• Techniques for structuring the comparison of alternatives
• Formulating creative solutions
• Analytical decision analysis techniques such as sequencing, sorting, time lines, and matrixes

Hands-On Exercises

• Evaluate the strategic thinking of others
• Assess the reasoning of others
• Dismantle reasoning into the elements of reason
• Judge the elements of reason based on standards
• Problem solving by starting with restatement of the issues
• Problem solving from a number of different perspectives
• Identify decision-making factors
• Quality control in recommendations
• Creativity and the decision-making process
• Apply sorting techniques to the decision-making process
• Structure the analytical process with a matrix
• Analyze decision options using decision trees
• Evaluate decision options using probabilities
• Compare options using paired ranking

1. The Problems with Instinctive Decision Making

• Factors which influence our natural decision-making
• Quality problems with intuitive decision-making processes

2. What is Reasoned Decision Making?

• What are the barriers to reasoning well?
• What are the qualities of reasoned decision processes?

3. The Natural Barriers to Sound Reasoning

• Emotional state
• Mental shortcuts
• Bias and assumptions
• Need for explanations
• Narrow focus
• Stubbornness

4. An Introduction to Critical Thinking

• Are you a critical thinker?
• What is critical thinking?
• Why do we need critical thinking?
• Developing as a critical thinker
• Second-order thinking

5. The Structure of Reasoning

• Point of view
• Assumptions
• Implications and consequences
• Data, facts, and experience

6. Standards of Critical Thinking

• Significance
• Ethics of critical thinkers

7. Problem Analysis and Decision Making - Best Practices

• Think critically
• Impose creativity
• Clarify purpose
• Focus on major factors
• Actively focus in and out
• Structure the selection process
• Take a step back-does the decision make sense?

8. Imposing Creativity on the Choice of Solutions

• Suspend judgment
• Imagine courageously
• Think beyond conventional wisdom
• Question everything and everyone
• Imagine backwards from the ideal
• Restate the problem
• Dismantle the problem

9. Analytical Decision-Making Techniques

• Decision trees
• Probability

There are no prerequisites for this course.

Attendance of this course will gain the student 18 PMI PDUs

• Code: GK2895
• Meta Description: Improve your decision-making capabilities through critical thinking, structured reasoning, and creative problem analysis. Effective decision makers are those
• Meta Keywords: , Leadership and Business Skills, Professional Skills, GK2895, Critical Thinking, Problem Solving, and Decision Making, Leadership & Business Skills
• Name: Critical Thinking, Problem Solving and Decision Making
• Tech Type: Leadership & Business Skills
• Title: GK2895 | Critical Thinking, Problem Solving and Decision Making | Training Course | Leadership & Business Skills.
• Vendor: Leadership & Business Skills

Zoe Talent Solutions

Critical thinking training course.

Course Overview

Course outline, book classes now.

Thinking is a natural process and we cannot avoid it but we can definitely change our way of thinking. It is our brain which processes our thoughts when we look at any situation, object, data, person etc.

We have a set of preinstalled assumptions, reasons, logics biases which construct our thoughts and we can definitely change or control them to build an effective thinking skill which is called Critical Thinking.

Critical Thinking is the ability to think clearly and rationally, comprehending the logical connection in a situation.  It has been the subject of much thought for a lot of centuries and has continued to be a subject of discussion in today’s modern world.

Also Explore Other Courses

Leadership training program for managers.

• Emotional Intelligence (EQ) Training for Leaders and Managers
• Introduction to Management Course
• Thought Leadership Training
• New Manager Training Course

How will this “Critical Thinking Training Course” help you in becoming a better leader? In order to be an effective leader in today’s work environments, you must think out of the box and bring the right set of skills, attitudes and methods to achieve results.

This Critical Thinking Training Program provides you the mindset needed to see a situation in a completely different way and will help you in making effective decisions based on right logics and evaluations.

This Zoe training course will empower you in your Critical thinking by providing detailed knowledge of thoughts, logic, reasoning and arguments. This course will make you think 360 degrees about an idea and will help you make decisions effectively.

Course Objectives

Upon completing this ‘Critical Thinking Training Program’ successfully, participants will be able to:

• Understand key concepts of critical thinking
• Clarify the difference in cognition, reasoning and logics
• Improve their decision making based on facts, assumptions, arguments etc.
• Able to see a problem with a logical approach to find a quick solution
• Understand the importance of bias in critical thinking
• Apply Critical Thinking in practical situations
• Self assess their thoughts and change them as per the requirement

Training Methodology

This Critical Thinking Training Program will comprise the following training methods:

• Seminars & Presentations
• Assignments
• Group Discussions
• Case Studies

This course will also follow the ‘Do-Review-Learn-Apply model like all our other courses.

Organizational Benefits

Companies who nominate their employees to participate in this Critical Thinking Training Program can benefit in the following ways:

• More creativity from team members resulting in getting more ideas to improve business
• Problems will get solved quicker due to the use of best practices by thinking about different solutions
• Increase your teams’ productivity by focussing on areas to be worked upon
• Performance issues can be addressed and improved by better mentoring 

Personal Benefits

Individuals who participate in this Critical Thinking Training Program can gain from it in the following ways:

• Have a better understanding of a situation or an argument by thinking 360 degrees
• Able to see a problem with a logical approach to solve it quickly
• Build a customised self-development plan to ensure your growth in the organisation
• Able to give a clear explanation of your thoughts in your presentation
• Overall improvement in the mindset
• Apply your critical and creative thinking to develop your own employee’s performance, as well as the growth of your organisation

Who Should Attend?

This Critical Thinking Training Program would be suitable for:

• New Employees
• Potential leaders
• Management professionals
• Heads of Department
• Team leaders
• Supervisors
• Operation Managers
• Technical Leaders who lead sub-teams
• Aspiring leaders

MODULE 1: INTRODUCTION- Critical Thinking

• What are the types of thinking?
• What is critical thinking?
• Importance of critical thinking

MODULE 2: Cognitive Thinking

• Definition of Cognition
• How does your Brain Work?
• Evolution of Human Brain
• Left Brain Vs Right Brain
• Importance of Cognition in Critical Thinking
• Limitation of Cognition

MODULE 3: Reasoning

• What is reasoning?
• Importance of Reasoning in Decision Making
• Impact of Reasoning in Critical Thinking
• Is reasoning always correct?
• Fallacious Reasoning
• Good and Bad Reasoning
• Limitations of Reasoning

MODULE 4: Logical Thinking

• What is logic?
• Importance of Thinking Logically
• Inductive Reasoning
• Deductive Reasoning
• Impact of Logics in Critical Thinking

MODULE 5:  Statements and Arguments

• What is a Statement?
• What is the Argument?
• Understanding Assumption

MODULE 6: Six Thinking Hats Model

• Introduction
• Application of 6 Hats Tool

MODULE 7: Cognitive Bias

• What is Cognitive Bias?
• Myths about Cognitive Bias
• Some Examples
• How does it impact Critical Thinking?
• Debiasing Strategies

MODULE 8: Parts of Critical Thinking

• Comprehension
• Identification
• Explanation
• Self- Assessment

MODULE 9: Time to Apply

• Case Studies and Story Telling
• Understanding the practical application of Critical Thinking
• Developing a powerful, positive leadership mindset
• Applying the tools and theories to improve Critical Thinking

Share This Content

Click here to auto generate invoice for this course

Get a free proposal to conduct this course in your organisation as an in-house basis

If you've any questions, Let us know by clicking the button below.

Customized Schedule is available for all courses irrespective of dates on the Calendar. Please get in touch with us for details.

Related Courses

Strength Based Leadership Training

Leadership and Management Training Course

Leadership Mastery Course

Conflict Management and Resolution Training Course

Front Line Manager Training

Risk Based Decision Making Training

Leadership Excellence Training Program

Supervisory Management Skills Training Course

Zoe Talent Solution uses cookies to ensure you get the best experience on our website | Terms & Conditions Got it!

Critical Writing/Critical Thinking

Course session, target audience:.

Individuals who are competent in basic writing skills but interested in strengthening their ability to communicate through their government writing and technical staff who want to construct more compelling, logical, and persuasive arguments and whose job it is to write or review a variety of regulatory program documents, including findings, decision documents, technical reports, recommendations, comment letters, informational documents, and planning documents.

Summary and Objectives:

This intensive, hands-on writing course is designed to achieve excellence in writing through clarity in thinking. Critical thinking involves evaluating information to reach a well-justified decision or recommendation, and critical writing is the clear, unambiguous communication of the information. The goal of this course is to develop participants' skills as writers and editors/reviewers in order to make U.S. Fish and Wildlife Service policy and science writing clear, well-organized, persuasive, and logical.

Upon completion of this course, participants will be able to:

• Engage in the various stages of the writing process (invention, arrangement, selection, writing, editing, and revision) when composing documents.
• Consider the essential elements of content, organization, tone, and clarity when writing.
• Construct sound, logical, and compelling arguments.
• Develop, organize, and link ideas, resulting in clear, persuasive, and logical writing.
• Use critical thinking skills to differentiate between fact and opinion, identify author bias, develop inferential skills, and recognize logical fallacies and faulty reasoning.
• Apply simple techniques (such as the IRAC format) that make documents analytical, reasoned, and understandable.
• Write well-organized sentences, paragraphs, and documents using proper conventions with reference to legal and biological standards.
• Apply proper grammar, sentence structure structure Something temporarily or permanently constructed, built, or placed; and constructed of natural or manufactured parts including, but not limited to, a building, shed, cabin, porch, bridge, walkway, stair steps, sign, landing, platform, dock, rack, fence, telecommunication device, antennae, fish cleaning table, satellite dish/mount, or well head. Learn more about structure , and plain language rules. 
• Diagnose problems in writing samples and determine improvements that could strengthen the piece.
• Edit and revise their writing so that it is concise, contains relevant information, and is free of errors.

This course does not cover how to write journal articles for publication in scientific journals; for this type of training, please see Scientific Writing for Publication: Course and Clinic (CSP3182) .

Competency Addressed:

Critical Thinking - Awareness, Writing - Intermediate, Written Communication - Intermediate, Communicating Science - Intermediate 

Questions and Registration

Course contact, upcoming sessions of this course.

Session date and time Mon, 06/03/2024 - 08:00 - Fri, 06/07/2024 - 12:00 (MDT) Location Classroom Albuquerque, NM

Session Contact

*DOI PIV card holders may use the button above to register for courses directly in DOI Talent. If you are not affiliated with DOI, follow instructions for External, Non-DOI learners to obtain an account. Need help for registration, contact session contact.

You are exiting the U.S. Fish and Wildlife Service website

You are being directed to

We do not guarantee that the websites we link to comply with Section 508 (Accessibility Requirements) of the Rehabilitation Act. Links also do not constitute endorsement, recommendation, or favoring by the U.S. Fish and Wildlife Service.

A Robot-assisted real case-handling approach to improving students’ learning performances in vocational training

• Published: 14 May 2024

Cite this article

• Chun-Chun Chang 1 &
• Gwo-Jen Hwang   ORCID: orcid.org/0000-0001-5155-276X 2 , 3  

Explore all metrics

In vocational education, cultivating students’ ability to deal with real cases is a crucial training objective. The BSFE (i.e., Brainstorming, Screening, Formation, Examination) model is a commonly adopted training procedure. Each stage is designed for guiding students to analyze and find solutions to handle real cases. However, as one teacher is generally responsible for several dozen students, it becomes challenging for the teacher to adequately address each student’s questions and individual needs. Therefore, this study proposed the robot teaching assistant-supported learning (RTAL) mode following the BSFE model to cope with this problem. This investigation assessed its efficacy through an experiment within an Acute Asthma Attack curriculum. The research involved 103 nursing students in their third year from two distinct classes at a vocational university. Fifty-three students from a class constituted the experimental group that implemented the RTAL approach, whereas the other class, comprising 50 students, was the control group utilizing the standard technology-supported learning (CTL) approach. Findings indicated that the experimental group surpassed the control group in various aspects, including learning outcomes, learning attitudes, problem-solving tedencies, critical thinking awareness, acceptance of technology, and satisfaction with the learning experience. The interview findings also revealed that the RTAL mode could cater to individualized learning needs, facilitate interaction, and serve as an auxiliary instructional tool.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Developing a gamified artificial intelligence educational robot to promote learning effectiveness and behavior in laboratory safety courses for undergraduate students

Barriers and Facilitators of Robot-Assisted Education in Higher Education: A Systematic Mixed-Studies Review

“hand-it-on”: an innovative simulation on the relation of non-technical skills to healthcare, data availability.

The data and materials are available upon request to the corresponding author.

Code availability

Not applicable.

Aralihond, A., Shanta, Z., Pullattayil, A., & Powell, C. V. E. (2020). Treating acute severe asthma attacks in children: Using aminophylline. Breathe , 16 (4). https://doi.org/10.1183/20734735.0081-2020 .

Banaeian, H., & Gilanlioglu, I. (2021). Influence of the NAO robot as a teaching assistant on university students’ vocabulary learning and attitudes. Australasian Journal of Educational Technology , 37 (3), 71–87. https://doi.org/10.14742/ajet.6130 .

Article   Google Scholar  

Bell, D. (1996). The formation of concepts and the structure of thoughts. Philosophy and Phenomenological Research , 56 (3), 583–596.

Belpaeme, T., Kennedy, J., Ramachandran, A., Scassellati, B., & Tanaka, F. (2018). Social robots for education: A review. Science Robotics , 3 (21), eaat5954. https://doi.org/10.1126/scirobotics.aat5954 .

Chen, H., Park, H. W., & Breazeal, C. (2020). Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children’s learning and emotive engagement. Computers & Education , 150 , 103836. https://doi.org/10.1016/j.compedu.2020.103836 .

Chen, B., Hwang, G. H., & Wang, S. H. (2021). Gender differences in cognitive load when applying game-based learning with Intelligent Robots. Educational Technology & Society , 24 (3), 102–115.

Google Scholar  

Chen, X., Cheng, G., Zou, D., Zhong, B., & Xie, H. (2023). Artificial intelligent robots for precision education. Educational Technology & Society , 26 (1), 171–186.

Chookaew, S., & Panjaburee, P. (2022). Implementation of a robotic-transformed five-phase inquiry learning to foster students’ computational thinking and engagement: A mobile learning perspective. International Journal of Mobile Learning and Organisation , 16 (2), 198–220.

Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, J. C. R. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education , 55 (4), 1618–1627. https://doi.org/10.1016/j.compedu.2010.07.004 .

Dubovi, I., Levy, S. T., & Dagan, E. (2017). Now I know how! The learning process of medication administration among nursing students with non-immersive desktop virtual reality simulation. Computers & Education , 113 , 16–27. https://doi.org/10.1016/j.compedu.2017.05.009 .

Engwall, O., & Lopes, J. (2020). Interaction and collaboration in robot-assisted language learning for adults. Computer Assisted Language Learning , 1–37. https://doi.org/10.1080/09588221.2020.1799821 .

Fildes, E. E., Campell, N. J., & Garcia, R. (2021). International nursing collaboration to establish the Philippine quit line using a conceptual model for partnership and sustainability in global health. Journal of Addictions Nursing , 32 (1), 27–31. https://doi.org/10.1097/JAN.0000000000000382 .

Galvão, E. C. F., & Püschel, V. A. A. (2012). Multimedia application in mobile platform for teaching the measurement of central venous pressure. Revista da Escola de Enfermagem da Usp, 46 , 107–115. https://doi.org/10.1590/S0080-62342012000700016 .

Hong, Z. W., Huang, Y. M., Hsu, M., & Shen, W. W. (2016). Authoring robot-assisted instructional materials for improving learning performance and motivation in EFL classrooms. Educational Technology & Society , 19 (1), 337–349.

Hsieh, J. C., & Lee, J. S. (2021). Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: Robot-assisted versus Power Point-assisted presentations. Computer Assisted Language Learning . https://doi.org/10.1080/09588221.2021.1969410 .

Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, S. J. H. (2009). A context-aware ubiquitous learning environment for conducting complex science experiments. Computers & Education , 53 (2), 402–413. https://doi.org/10.1016/j.compedu.2009.02.016 .

Hwang, G. J., Yang, L. H., & Wang, S. Y. (2013). A concept map-embedded educational computer game for improving students’ learning performance in natural science courses. Computers & Education , 69 , 121–130. https://doi.org/10.1016/j.compedu.2013.07.008 .

Jahan, A., Ismail, M. Y., Sapuan, S. M., & Mustapha, F. (2010). Material screening and choosing methods–a review. Materials & Design , 31 (2), 696–705. https://doi.org/10.1016/j.matdes.2009.08.013 .

Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. IntechOpen , 1–12. https://doi.org/10.5772/intechopen.81086 .

Jones, H., Lawton, A., & Gupta, A. (2022). Asthma attacks in children—challenges and opportunities. Indian Journal of Pediatrics , 89 (4), 373–377.

Kanero, J., et al. (2018). Social robots for early language learning: Current evidence and future directions. Child Development Perspectives , 12 (3), 146–151. https://doi.org/10.1111/cdep.12277 .

Kennedy, J., Baxter, P., Senft, E., & Belpaeme, T. (2016, March). Social robot tutoring for child second language learning. 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI) (pp. 231–238). IEEE.

Kim, R. H., & Mellinger, J. D. (2020). Educational strategies to foster bedside teaching. Surgery , 167 (3), 532–534. https://doi.org/10.1016/j.surg.2019.06.007 .

Konijn, E. A., & Hoorn, J. F. (2020). Robot tutor and pupils’ educational ability: Teaching the times tables. Computers & Education , 157 , 103970. https://doi.org/10.1016/j.compedu.2020.103970 .

Kubilinskiene, S., Zilinskiene, I., Dagiene, V., & Sinkevicius, V. (2017). Applying robotics in school education: A systematic review. Baltic Journal of Modern Computing , 5 (1), 50–69. https://doi.org/10.22364/bjmc.2017.5.1.04 .

Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students’ conception of collaboration, communication, complex problem-solving, meta-cognitive awareness and creativity. International Journal of Mobile Learning and Organization , 8 (3), 276–291. https://doi.org/10.1504/IJMLO.2014.067029 .

Article   MathSciNet   Google Scholar  

Lei, X., & Rau, P. L. P. (2021). Effect of Robot Tutor’s feedback Valence and Attributional Style on Learners. International Journal of Social Robotics , 1–19.

Li, D., & Chen, X. (2020). Study on the Application and Challenges of Educational Robots in Future Education Paper presented at the 2020 International Conference on Artificial Intelligence and Education (ICAIE). Lin, C. Y., & Wang, T. H. (2017). Implementation of personalized e-assessment for remedial teaching in an e-learning environment. Eurasia Journal of Mathematics, Science and Technology Education, 13 (4), 1045–1058. https://doi.org/10.12973/eurasia.2017.00657a .

Liao, Y. J., Jao, Y. L., Boltz, M., Adekeye, O. T., Berish, D., Yuan, F., & Zhao, X. (2023). Use of a Humanoid Robot in supporting Dementia Care: A qualitative analysis. SAGE Open Nursing , 9 , 23779608231179528.

Lin, H. C., Hwang, G. J., & Hsu, Y. D. (2019). Effects of ASQ-based flipped learning on nurse practitioner learners’ nursing skills, learning achievement and learning perceptions. Computers & Education , 139 , 207–221. https://doi.org/10.1016/j.compedu.2019.05.014 .

Mater, E. A. M., Ahmed, E. I., ElSayed, A. A., Shaikh, M. A. E., & Farag, M. K. (2014). The impact of the objective structured clinical examination approach for clinical evaluation skills on the student’s performance in nursing college. World Journal of Medical Sciences , 11 (4), 609–613. https://doi.org/10.5829/idosi.wjms.2014.11.4.91139 .

Mazzoni, E., & Benvenuti, M. (2015). A robot-partner for preschool children learning English using socio-cognitive conflict. Educational Technology & Society , 18 (4), 474–485.

Obafemi, K. E. (2024). Enhancing pupils’ academic performance in mathematics using brainstorming instructional strategy. ASEAN Journal of Science and Engineering Education , 4 (2), 99–106.

Papadopoulos, I., Lazzarino, R., Miah, S., & Weaver, T. (2020). A systematic review of the literature regarding socially assistive robots in pre-tertiary education. Computers & Education , 155 , 103924. https://doi.org/10.1016/j.compedu.2020.103924 .

Park, H. W., Grover, I., Spaulding, S., Gomez, L., & Breazeal, C. (2019, July). A model-free affective reinforcement learning approach to personalization of an autonomous social robot companion for early literacy education. In Proceedings of the AAAI Conference on Artificial Intelligence, 33 (l), 687–694. https://doi.org/10.1609/aaai.v33i01.3301687 .

Pfadenhauer, M., & Dukat, C. (2015). Robot caregiver or robot-supported caregiving? The performative deployment of the social robot PARO in dementia care. International Journal of Social Robotics , 7 , 393–406.

Pueyo-Garrigues, M., Whitehead, D., Pardavila-Belio, M. I., Canga-Armayor, A., Pueyo-Garrigues, S., & Canga-Armayor, N. (2019). Health education: A rogerian concept analysis. International Journal of Nursing Studies , 94 , 131–138. https://doi.org/10.1016/j.ijnurstu.2019.03.005 .

Randall, N. (2019). A Survey of Robot-assisted Language Learning (RALL). ACM transactions on Human-Robot Interaction , ( 9 ) 1.7:1–736. https://doi.org/10.1145/3345506 .

Rezasoltani, A., Saffari, E., Konjani, S., Ramezanian, H., & Zam, M. (2022). Exploring the viability of robot-supported flipped classes in English for medical purposes reading com-prehension. arXiv Preprint arXiv:2208 07442 . https://doi.org/10.48550/arXiv.2208.07442 .

Richert, A., Schiffmann, M., & Yuan, C. (2020). A nursing robot for social interactions and health assessment. In Advances in Human Factors in Robots and Unmanned Systems: Proceedings of the AHFE 2019 International Conference on Human Factors in Robots and Unmanned Systems, July 24–28, 2019, Washington DC, USA 10 (pp. 83–91). Springer International Publishing.

Rowe, B. H., Sevcik, W., & Villa-Roe, C. (2011). Management of severe acute asthma in the emergency department. Current Opinion in Critical Care , 17 (4), 335–341. https://doi.org/10.1097/MCC.0b013e328348bf09 .

Shimada, M., Kanda, T., & Koizumi, S. (2012). How can a social robot facilitate children’s collaboration? In Social Robotics: 4th International Conference, ICSR 2012, Chengdu, China, October 29–31, 2012. Proceedings 4 (pp. 98–107). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3642-34103-810 .

Su, C. H., He, Y. H., & Peng, Y. H. (2012). Respiratory care for a patient undergoing extracorporeal life support for Status Asthmaticus. Journal of Respiratory Therapy , 11 (1), 45–55. https://doi.org/10.6269/JRT.2012.11.1.05 .

Trollvik, A., Nordbach, R., Silen, C., & Ringsberg, K. C. (2011). Children’s experiences of living with asthma: Fear of exacerbations and being ostracized. Journal of Pediatric Nursing , 26 (4), 295–303. https://doi.org/10.1016/j.pedn.2010.05.003 .

Varney, M. W., Janoudi, A., Aslam, D. M., & Graham, D. (2012). Building young engineers: TASEM for third graders in woodcreek magnet elementary school. IEEE Transactions on Education , 55 (1), 78–82. https://doi.org/10.1109/TE.2011.2131143 .

Yang, K. H., & Lu, B. C. (2021). Towards the successful game-based learning: Detection and feedback to misconceptions is the key. Computers & Education , 160 , 104033. https://doi.org/10.1016/j.compedu.2020.104033 .

Yueka, L. (2019). Current situation, d ynamic and problems of AI + t eacher education . Journal of Modern Education Technology , 29 (11), 114–120. Zhong, S.

Download references

This study is supported in part by the National Science and Technology Council of Taiwan under contract numbers NSTC 112-2410-H-011-012-MY3 and MOST 111-2410-H-011 -007 -MY3. The study is also supported by the “Empower Vocational Education Research Center” of National Taiwan University of Science and Technology (NTUST) from the Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.

Author information

Authors and affiliations.

Department of Nursing, Chang Gung University of Science and Technology, Taoyuan City, Taiwan

Chun-Chun Chang

Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung City, Taiwan

Gwo-Jen Hwang

Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei City, Taiwan

You can also search for this author in PubMed   Google Scholar

Contributions

The authors contributed to the conceptualization and design of the study. Material preparation, data collection, analysis, project management and methodology were performed by Chun-Chun Chang. Methodology and supervision were performed Gwo-Jen Hwang.

Corresponding author

Correspondence to Gwo-Jen Hwang .

Ethics declarations

Ethical approval.

The study has been evaluated and approved by the research ethics committee of Chang Gung with the IRB number 202300304B0C101.

Consent to participate

The participants all agreed to take part in this study.

Consent for publication

The publication of this study has been approved by all authors.

Conflicts of interest

There is no potential conflict of interest in this study.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Chang, CC., Hwang, GJ. A Robot-assisted real case-handling approach to improving students’ learning performances in vocational training. Educ Inf Technol (2024). https://doi.org/10.1007/s10639-024-12778-w

Download citation

Received : 13 March 2024

Accepted : 07 May 2024

Published : 14 May 2024

DOI : https://doi.org/10.1007/s10639-024-12778-w

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Vocational education
• Nursing education
• Professional training
• Find a journal
• Publish with us
• Track your research

• Contact sales

Start free trial

How to Prioritize With the MoSCoW Method

Do you need help prioritizing tasks when managing a project? There’s an acronym for that! It’s called the MoSCow method and it’s a great technique to help with prioritization.

What Is the MoSCoW Method?

The MoSCoW method is a technique that helps organizations prioritize what should be done first in a project. It is done in four steps that follow the acronym MoSCoW, which stands for must have, should have, could have and will not have. It’s used by anyone who needs to prioritize their work and is especially useful in project management.

The MoSCoW method can help when project planning. ProjectManager is award-winning project management software that can take the results of your MoSCow method and organize them into a project plan. Our powerful Gantt charts organize tasks, link all four task dependencies to avoid delays and can set a baseline to capture the project plan and compare it to the actual progress to ensure you stay on schedule. Get started with ProjectManager today for free.

MoSCoW Prioritization Categories

Managing a project is often about managing what you will – and won’t! – get done in the given project timeline . When there are no priorities set, projects can quickly become free-for-alls, with the loudest voices in the room getting their work prioritized over others, often not for the benefit of the project or the organization.

But there’s a different approach. It’s called the MoSCoW method for defining and managing requirements and tasks in a project . Here is a list to clarify what those requirements are:

Must-Have Requirements (M)

Another way to refer to this is as the minimum usable subset (MUS) or what the project must deliver. In other words, the project must deliver these on the target date for the project to remain on track. No delay is acceptable. It is either going to take the project off track, it’s unsafe or even illegal not to have this done by the time given in the project’s business case .

A way to understand if you’re dealing with a MUS is by asking yourself, “What happens if this isn’t met?” If the answer is, “The project fails ,” then you have a MUS. Any workaround that can be devised to continue with the project and not jeopardize its success, means this isn’t a MUS.

Should-Have Requirements (S)

This type of requirement is almost as important as a MUS, but it’s not vital to the success of the project. In other words, the project doesn’t depend on this requirement. You might not want to leave it out, as it could have a great impact on the project, but in the end, it can be done without causing any irreparable harm. Again, leaving out this requirement means a lot of work⁠ (finding a solution, changing stakeholders’ expectations, maybe experiencing some inefficiency⁠), but the project can go on.

Could-Have Requirements (C)

The difference between a should-have requirement and a could-have requirement is simply by figuring out the degree of pain that would be caused by not meeting it. That is, how will it impact the business value of the project, how many people would be affected, etc. Therefore, a could-have requirement is something you’d like but is less important than a should-have requirement. There will be an impact if it’s left out of the project, but less than the impact of a should-have requirement.

What We Will Not Have This Time (W)

Here is where you can collect those requirements that are not feasible for a specific release. Maybe next time, but the project remains strong without them. This is a great way to avoid project scope creep . Once initiatives are placed in the not-have-time category, teams know that they’re not a priority for this go-around and can place them on the back burner and out of their mind. This allows them to focus more sharply on those requirements that are important to the project.

What Is the MoSCoW Method Used For?

The MoSCow method can be of use to anyone who has work and needs to prioritize that work to know what’s essential and what can be ignored. It’s mostly used in product development, software development and project management. In project management that helps determine which tasks, requirements, products and user stories (in agile projects) the team needs to prioritize.

How to Implement the MoSCoW Method in 3 Steps

The MoSCoW method is a valuable tool, but only if you know how to use it. Here are three steps that will help you use the MoSCoW method when prioritizing your project.

1. Gather Project Requirements

Start by identifying all project requirements . Just make a giant list and be as thorough as possible. You don’t want to leave out anything that might prove essential to the project.

2. Prioritize Project Requirements

Now go through that list and attach a letter to each, according to the MoSCoW method of M for must-have, S for should have, C could have and W for what you won’t have. This allows you to prioritize the work and know what can be put aside to focus on what’s important.

3. Track the Completion of Project Deliverables

Now that you’ve classified your requirements, you can carry out the work in a timely manner. Tracking that work ensures that you don’t miss any deadlines and that all high-priority requirements will be met.

Benefits of the MoSCoW Method

The clear benefit of using the MoSCoW method is that it provides a means to prioritize work and know what is essential to the project and what can be ignored if time and cost prevent one from completing every requirement. But there are more advantages of the MoSCoW method, some of which we list below.

Helps Ensure Stakeholder Satisfaction

Stakeholders have a vested interest in the project and the project should satisfy their expectations . The MoSCoW method helps manage stakeholders by getting them to all agree on the prioritization of requirements and, therefore, helps to resolve any conflicts that might arise over the execution of those requirements.

It’s Easy to Understand and Implement

Using the MoSCoW method identifies the priority of project requirements. This information can then be disseminated to the project team so it’s clear to everyone what must be done. Now the team understands what’s prioritized and can implement those requirements first.

Helps Teams Cut Unnecessary Costs

The MoSCoW method allows everyone on the project team to know what they have to get done first, which increases revenue by decreasing operational costs, improving productivity and increasing customer satisfaction.

Moscow Method Example

Leadership guru Susanne Madsen leads this training video on how to use the MoSCoW Method to prioritize your requirements in a project.

How ProjectManager Helps You Prioritize

ProjectManager is online project management software that can make sure your requirements are being met throughout the life cycle of the project. Because our software gives you real-time data, you’re able to meet your priorities.

Our real-time dashboard shows real-time data that is displayed over six different project metrics. These numbers are crunched and illustrated in colorful, easy-to-read graphs and charts that keep project managers keenly assessed on the progress of their priorities.

Workflow is also visualized with kanban boards that keep teams focused on their priorities. Online Gantt charts can link dependencies and teams can collaborate at the task level, adding comments, documents and images.

There’s so much more that ProjectManager offers. To get a full picture of what we can do to help you better manage your next project, try our free 30-day trial today.

Deliver your projects on time and on budget

Start planning your projects.

NATO launches counter-terrorism capacity-building course

• 08 Mar. 2023 -
• Last updated: 08 Mar. 2023 13:33

NATO has launched an online counter-terrorism capacity-building course open to participants from Allied and partner countries

In a pioneering effort among international organizations, NATO officially launched its standardised curriculum on counter-terrorism in 2020. Since then, experts have been working on transforming the Counter-Terrorism Reference Curriculum (CTRC) into a comprehensive online course. Building on the modules of the CTRC, this course (eCTRC) provides a distance-learning tool to help participants understand the challenges posed by international terrorism and develop effective responses.

“As recognized by NATO`s Strategic Concept adopted last year at the NATO Summit in Madrid, terrorism remains a persistent asymmetric security threat, affecting Member States and partners alike,” James Appathurai, Deputy Assistant Secretary General of NATO`s Emerging Security Challenges Division highlighted. “The launch of the eCTRC demonstrates NATO`s determination to fight terrorism in all its forms and manifestations, and supports the Alliance`s long-term vision for the next decade to scale-up capacity-building assistance for partners facing security challenges,” he also said.

“Through the Counter-Terrorism Reference Curriculum, the Alliance has helped Ukraine and Jordan to develop their own tailored counter-terrorism strategies and courses,” Burcu San, Deputy Assistant Secretary General of NATO`s Operations Division, added. “Since then, there has been growing interest from other NATO partners to utilise the curriculum in both civilian and military education and training institutions. NATO will continue to assist partners’ educational institutions as they integrate the Counter-Terrorism Reference Curriculum into their teaching programmes,” she underscored.

Dr. Sajjan Gohel, Editor of the Counter-Terrorism Reference Curriculum pointed out that the eCTRC reflects NATO’s innovative capabilities by providing a hands-on learning tool for professional military education that brings together multiple disciplines and skill-sets, irrespective of geographical location. “The eCTRC serves as a platform for integrated, in-depth, and critical understanding of terrorism,” he said.

The eCTRC includes more than 350 diagrams, podcasts, pictures and images, 20 case studies, as well as discussion tasks, thus ensuring an interactive learning experience. The course will be available on the Defence Education Enhancement Programme (DEEP) eAcademy platform , as well as on the learning websites of Allied Command Transformation, the NATO School Oberammergau and the NATO Defence College. A  sample version  is available for testing.  

You must provide an address

This is not a valid e-mail address!

Something went wrong sending the address

• What is NATO?
• Founding Treaty
• NATO member countries
• NATO’s partnerships
• Secretary General
• NATO History
• NATO on the Map
• Strategic Concepts
• Dispatches from the field
• We are NATO
• Funding NATO
• Encyclopedia of NATO Topics
• Collective defence and Article 5
• Deterrence and defence
• De-bunking Russian disinformation on NATO
• NATO-Ukraine relations
• Cyber defence
• Environment, climate change and security
• Women, Peace and Security
• Media advisories
• Press Office contacts
• Media accreditation
• Speeches & transcripts
• Event programmes
• Official texts
• Use of content

Work with us

• Careers at NATO
• Young Professionals Programme
• Internship Programme
• Business opportunities
• NATO Co-sponsorship grants
• Basic texts
• NATO at a glance
• NATO Terminology
• Standardization Agreements
• NATO Archives
• Newsroom archive (pre 2008)
• NATO Library
• NATO Research Guides
• Secretary General’s Annual Report
• Brand Identity Manual
• Military Committee & International Military Staff (IMS)
• Allied Command Operations (ACO)
• Allied Command Transformation (ACT)
• KFOR (Kosovo Force)
• Euro-Atlantic Disaster Response Coordination Centre (EADRCC)
• Science for Peace and Security